[Executive Summary of Mid-Year Progress Report - The National Arts Education Consortium] Page: 2 of 12
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National TETAC Goals and Expectations
The refined TETAC goals and expectations document was designed for use in
assisting all TETAC sites and stakeholders in self-assessing and planning their
work for the project. These statements of expectation also have become the
foundation upon which the TETAC national evaluation effort is now based.
This academic year, our Consortium member organizations and their partner
school mentors have been using the national goals to engage our partner schools
and their staffs in a mid-project check-in to assess what they have accomplished
and what they still need to do in relations to their TETAC work. The first
round of check-ins has been completed at all sites. The information that has
emerged from them has been used to assist the schools in refining their TETAC
strategic plans and the mentors in better designing the professional
development and technical assistance services offered each school.
While the first round of these check-ins was meant to be kept confidential at the
local level, we see the potential that future discussions of this type might be
used along with the TETAC national evaluation data to tell a more complete
story to the nation about the lessons learned from this initiative to link
comprehensive arts education with national and local efforts to reform our
nation's schools.
TETA C Curriculum Guidelines
The curriculum component of the TETAC project was reworked this past year
into a set of curriculum guidelines for adapting and/or developing curriculum
based on some of the best thinking available concerning curriculum reform.
The ultimate objective of these new TETAC curriculum guidelines is to engage
teachers in a way of thinking about curriculum development that builds their
capacity to design cutting edge learning experiences in the arts for their
students. The new TETAC curriculum guidelines were introduced by
summer's end to a major portion of project stakeholders around the nation
through a large variety professional development and technical assistance
services. This academic year is devoted to the implementation of these
guidelines at the school level and their continued fine-tuning based on input
from the partner school staffs and mentors. Across the nation, the response
from our stakeholders to this new direction for the curriculum component of
the TETAC project has been extremely positive, and they understand that
much hard work will be needed to fully implement them in their schools. As
the new guidelines have been experimented with at the school level, many of
our stakeholders have indicated that they will be an important legacy left the
nation by this project. As we think of them as a legacy of the TETAC project,
we understand that there is additional work that must be completed on the newExecutive Summary, The National Arts Education Consortium
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[Executive Summary of Mid-Year Progress Report - The National Arts Education Consortium], report, 2000; (https://texashistory.unt.edu/ark:/67531/metadc1920336/m1/2/: accessed July 18, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu; crediting UNT Libraries Special Collections.